Childminder in Leicestershire

Inspection date

Previous inspection date 10/04/2013 17/02/2010

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are settled and happy because the childminder has familiar routines which she implements with care and affection. She constantly reflects on, and reviews her practice, to ensure that they feel safe and secure.  Children benefit from regular outings to a variety of indoor and outdoor local resources, which extend and enhance their learning experiences.  Children benefit from the good selection of resources which they can use in a variety of ways. This supports them well to engage in pretend play.  Good relationships with parents help children to make progress, as the childminder works hard to ensure there is a joint approach to children's learning and promotes the importance of the home learning environment.

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It is not yet outstanding because

 Younger children's self-care skills are not fully promoted as the childminder does not consistently make use of everyday routines, such as hand washing before snack time, to develop their independence.  There is scope to provide older children with further opportunities to observe or investigate the natural world, for example, planting and growing plants or looking for 'mini-beasts' in the garden.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector took account of the written views and comments from a number of parents and undertook an inspection of the areas of the premises used for childminding.

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Inspection activities

 The inspector examined a range of documentation, including suitability records and qualifications, policies and procedures and children's developmental records.  The inspector viewed the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 14, 12, four and two years in a house in Wigston, Leicestershire. The whole of the ground floor and the rear garden are used for childminding. The family has chickens and fish.

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Information about the setting

The childminder attends a variety of soft play, music and movement and stay and play sessions in the locality. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently nine children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, and occasional weekends, with the exception of bank holidays and family holidays.

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To further improve the quality of the early years provision the provider should:

 introduce further opportunities for older children to explore and investigate the natural world, for example, through planting, looking at lifecycles and 'mini-beasts'

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To further improve the quality of the early years provision the provider should:

 review routines so that younger children learn to take more responsibility for their own self-care, for example, washing their hands before snack time.

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who attend

The childminder has a good knowledge and understanding of the seven areas of learning and provides a range of activities that capture children's interests and hold their attention. She has high expectations for all the children she cares for and ensures that overall, activities offered enable them to make good progress in their learning and development. Observations and assessments are completed on a regular basis allowing the childminder to accurately target activities and resources to capture children's interests and abilities. Her thorough systems of assessing children's progress mean she is able to effectively complete the statutory assessment at age two. Parents contribute to children's learning through providing the childminder with snippets of information on their child's skill and abilities before they begin. This is then supported by verbal feedback, daily diaries and a 'weekend' journal. This assortment of information allows parents to have a voice in their

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who attend

child's learning and for the childminder to tailor the environment to suit the needs of individual children.

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who attend

Children enjoy all activities offered to them and are given time and space to develop their learning and ideas. They choose freely from a good variety of toys and activities in the childminder's home that promote all aspects of their development and stimulate a range of different interests. This encourages children's natural curiosity to learn and develops key skills in their future learning. For example, they explore their imagination and physical abilities as they use the play kitchen to 'make a drink' and laugh with delight as they climb into one of the cupboards. The childminder offers a running commentary as the child plays, remarking 'you're using the kettle to make a drink' and 'look at you fitting into the cupboard'. Therefore, children are able to hear language that mimics what they are doing, contributing to their growing understanding of communication. Children's understanding of language is evident. The childminder asks 'would you like your juice?' and the child knows

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who attend

where their beaker is, goes towards this and drinks from it. In addition, they begin to explore that print has meaning, through self-registration. Children are praised for all their achievements, no matter how minor. For example, posting a 'letter' in the letterbox, lying still to have their nappy changed and eating their entire snack. As a result, children's confidence grows.

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who attend

Children move around confidently and clearly know the setting well as they explore all areas with ease. The indoor and outdoor environments contribute well to their independence skills as many resources are accessible to them, both laid out for their enjoyment or in low-level storage boxes. In addition, children have many opportunities to engage in a range of creative and messy play opportunities. This enables them to explore with a range of textures and use different equipment and techniques in order to express themselves in different ways. However, there are fewer opportunities for children to observe or investigate the natural world to help them learn about nature and living things. Children's learning experiences are enhanced through regular outings and visits, for example, stay and play sessions and music and movement classes. These enable the children to practice their growing skills in a larger environment and develops their social

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who attend

skills as they learn to mix and share with others.

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The contribution of the early years provision to the well-being of children

Children are warmly welcomed into this friendly setting and respected as unique individuals, enabling them to build secure emotional attachments with the childminder. They settle quickly and easily as the childminder offers a range of settling in visits, allowing her to get to know the children and their families well. As a result, children are happy and emotionally secure. The childminder is quick to reassure and offer comfort to children when situations are not familiar to them, for example, when visitors arrive at the setting. Through this warm interaction the children quickly regain their confidence and engage in their play. Children behave well because they are well occupied and supported by the childminder. She discusses that during times of conflict she ensures that she gets down on children's level and talks about why some behaviours are not acceptable. Children receive good levels of support as they transfer between their home and the

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The contribution of the early years provision to the well-being of children

setting and from pre-school to the setting. The childminder works closely with other settings that children attend, seeking out information on their learning, which helps to prepare them well for their next stage of learning.

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The contribution of the early years provision to the well-being of children

Children begin to learn how to stay safe when in the home, garden and on outings. For example, the childminder reminds them that walking on the toys may hurt them and damage the toy. She encourages them to take risks as they climb in and out of the role play kitchen cupboard. During outings the childminder talks with children about crossing roads safely. She ensures that appropriate safety harnesses and car seats are used, along with consent from parents to support their wellbeing. Children's healthy habits are developing well as they have daily access to the outdoor area and through the provision of healthy foods at snack and meal times. Overall, children learn good self-care skills from a young age. The childminder encourages them to assist her in putting on their own coats and provides stools in the toilet area to enable them to reach the taps. However, there is scope to provide younger children with further opportunities to develop their self-care

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The contribution of the early years provision to the well-being of children

skills. For example, by encouraging them to wash their hands before snack time to develop their independence. Children's physical skills, strength and control develop through regular opportunities to play in the outdoor area and recreational areas. This allows them to practice their skills in safety on a range of small and large play equipment.

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provision

The childminder demonstrates a secure understanding of the educational programmes, seeking out a number of training opportunities to assist her in this. She promptly pin points what children can do, from seeking information from parents along with initial observations. This is used effectively to plan and promote the next steps in their learning. Safeguarding procedures are robust. The childminder has a good knowledge of recognising the signs and symptoms of abuse and fully understands her role in protecting children from harm. In addition, she understands the importance of liaising with appropriate agencies should she have any concerns for a child's welfare. This ensures that children are well protected and that their safety and well-being is given high priority at all times.

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provision

An excellent range of policies and procedures contribute to the successful running of the setting and in supporting children's health, safety and well-being. Her effective practice ensures that parents are well informed about her legal responsibilities and children's activities and progress in a variety of ways. For example, verbally, in writing and through an 'invite only' page on a social media website. Parents have regular opportunities to offer feedback on the childminder's practice, for example, through questionnaires. One parent comments, 'not just my child that is accepted by the childminder, but her whole family' and 'the diary is brilliant and have time for brief chat and catch up on drop off and collection'. She builds good community links to share effective practice ideas with other childcare providers and is developing strong links with local schools and pre-schools. As a result, children are offered good support when they are ready to transfer to new settings.

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provision

The childminder's systems for self-evaluation help to promote good learning outcomes for children. She shows a realistic awareness of her strengths and has identified areas for improving her provision for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY257267 Local authority Leicestershire Inspection number 908860 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 9

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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